Purdue extension 4-H-1015

Facilitatorrsquos Guide

Energy Investigators

2

Note to Facilitators General Suggestions Welcome to Energy Investigators As a project facilitator you will work with youth interested in learning about energy ndash where it comes from and how to conserve it This facilitatorrsquos guide provides some answers and suggestions

Your main role is provide a safe supportive environment for youth to practice important life skills as they explore the world of energy You can help youth get the most out of this project by being enthusiastic about their efforts and asking thoughtful questions Team up with youth to help them select goals identify resources gain confidence and evaluate their own progress The activities are designed so youth have an opportunity to ldquolearn by doingrdquo with your help and guidance

Parents and other adult role models can be a big help if they are involved with their childrsquos learning especially for younger children As youth mature they should take on more responsibility for their own learning but parent involvement is still important in grades 6 through 8 Encourage parents to show interest in what their child is learning and doing Their interest reinforces what youth learn High school-aged youth are able to direct their own learning experiences and may even teach their parents and others

Here are some tips for presenting this curriculum

Practice Safety FirstKeep safety in mind at all times

Gather Materials Youth should collect the materials listed in the Tool Box before doing the activity Most supplies used in these activities can be found around the home or purchased at minimal cost

Read and Understand the ActivityEach activity is self-contained and often leads seamlessly into another activity

Show Relevance of Each ActivityUse the additional information in this guide to help youth explore the relevance and interconnectedness of the activities to the real world

Use Available Resources Expand the learning activity and get additional supporting information from your county Extension office The Internet can provide a wealth of information to enrich learning Take care to use sites that are supported by educational organizations (edu) professional societies national organizations and not-for-profit groups

AcknowledgmentsGenerously funded by Duke Energy through a grant to the Indiana 4-H Foundation

Authors Natalie J Carroll professor Youth Development and Agricultural Education Purdue University

Jennifer Kruse student Purdue University

Reviewer Dan Weiss Duke Energy Chad Martin Renewable Energy Extension Specialist Purdue University

Editor Denise Dorsey-Zinn

Design and LayoutCover Russell Merzdorf Text Jennifer Mazonas

Electronic copies of this publication are available at Purdue Extensionrsquos Education Store wwwthe-education-storecom

3

Contents Page

The Experiential Learning Model4Youth Development Stages4Essential Elements of 4-H6Activity 1 Generating Electricity8Activity 2 Comparing Electricity Options9Activity 3 Measuring Electricity11Activity 4 CO2 Production and Absorption14Activity 5 Carbon Sequestration and Storage15

Resources Electric Energy on TVIndiana Expeditions series by public television station WFYI bull Discover how real science impacts our lives every day through video clips bull ldquoElectrical Energyrdquo (episode 301) wwwwfyiorgIndianaExpeditions

Learn about Saving Energybull Energy Star Unit ed States Environmental Protection Agency (US EPA) wwwenergystargov

bull Energy Savers wwwenergysaversgov bull US Department of Energy (DOE) Office of Energy Efficiency and Renewable

Energy wwweereenergygov (includes a DOE Consumer Guide to Energy Efficiency and Renewable Energy)

bull US Department of Energy (DOE) Tips for Energy Savings httpwww1eereenergygovconsumertips

bull American Council for an Energy-Efficient Economy wwwaceeeorgconsumer

bull Home Energy information National Institute of Food and Agriculture (NIFA) wwweXtensionorg (Choose ldquoResource Areasrdquo followed by ldquoEnergy Home Energyrdquo)

bull Purdue Extension Renewable Energy wwwextensionpurdueedurenewable-energy

Learn about Energy and the Environmentbull Carbon Dioxide wwwepagovclimatechangeemissionsco2html

bull Carbon Footprint wwwepagovclimatechangeemissionsindividualhtml

bull Geologic Sequestration wwwepagovclimatechangeemissionsco2_geosequesthtml

3

Contents Page

The Experiential Learning Model4Youth Development Stages4Essential Elements of 4-H6Activity 1 Generating Electricity8Activity 2 Comparing Electricity Options9Activity 3 Measuring Electricity11Activity 4 CO2 Production and Absorption14Activity 5 Carbon Sequestration and Storage15

Resources Electric Energy on TVIndiana Expeditions series by public television station WFYI bull Discover how real science impacts our lives every day through video clips bull ldquoElectrical Energyrdquo (episode 301) wwwwfyiorgIndianaExpeditions

Learn about Saving Energybull Energy Star Unit ed States Environmental Protection Agency (US EPA) wwwenergystargov

bull Energy Savers wwwenergysaversgov bull US Department of Energy (DOE) Office of Energy Efficiency and Renewable

Energy wwweereenergygov (includes a DOE Consumer Guide to Energy Efficiency and Renewable Energy)

bull US Department of Energy (DOE) Tips for Energy Savings httpwww1eereenergygovconsumertips

bull American Council for an Energy-Efficient Economy wwwaceeeorgconsumer

bull Home Energy information National Institute of Food and Agriculture (NIFA) wwweXtensionorg (Choose ldquoResource Areasrdquo followed by ldquoEnergy Home Energyrdquo)

bull Purdue Extension Renewable Energy wwwextensionpurdueedurenewable-energy

Learn about Energy and the Environmentbull Carbon Dioxide wwwepagovclimatechangeemissionsco2html

bull Carbon Footprint wwwepagovclimatechangeemissionsindividualhtml

bull Geologic Sequestration wwwepagovclimatechangeemissionsco2_geosequesthtml

4

The ExperientialLearning ModelThese activities are designed based on the Experiential Learning Model This approach to learning helps youth gain the most from their activities by encouraging them to bull Do an activity before being told or shown how (experience)

bull Describe their experience and reaction (share)

bull Discuss what was most important about what they did (process)

bull Relate the life skill practiced to their own everyday experiences (generalize)

bull Share how they will use the life skill and project skill in other parts of their life (apply)

The advantages of using the experiential learning process include bull The adult can quickly assess the studentrsquos knowledge of the subject bull The student builds on past experience or knowledge bull The adult functions as a coach rather than a teacher bull The youth relate the experience to their own lives and experiences bull Mentors may use a variety of methods to involve the youth in the experience bull Youth with many different learning styles can be successful bull Discussions can move from the concrete to the abstract and analytical which is particularly beneficial for middle and high school students

bull Youth are stimulated to learn through discovery and to draw meaning from the experience

bull Youth can work together share information provide explanations and evaluate themselves and others

bull Youth take responsibility for their own learning

(Source Excerpted and Adapted from ldquoExperiential Learning in 4-H Project Experiences 4-H Volunteer Leadersrsquo Seriesrdquo University of Arkansas Cooperative Extension Service Dr Darlene Z Baker You may view the entire document at httppublicationsuaexedu) Evaluate youth learning and interest in the activity Are there changes that you could make to enhance the learning experience Are there ways that the youth could enhance their own learning Youth will have different levels of interest and motivation for different activities and at different stages of their lives Learning how much coaching is needed for a particular youth on a particular day can be a challenging and rewarding experience

Apply Share

Experience

Generalize Process

1

5 2

34

Experiential Learning

Model

Pfeiffer JW amp Jones JE ldquoReference Guide to Handbooks and Annualsrdquo copy 1983 John Wiley amp Sons Inc

Reprinted with permission of John Wiley amp Sons Inc

Youth Development StagesUnderstanding the physical mental social and emotional development of youth will help you when working with the 4-H members in your club No two youth develop at the same rate and transitions are often gradual Your teaching and involvement helps 4-H club members grow and mature and makes 4-H a rewarding and fulfilling experience

5

Activities at 4-H club meetings do not always work as you had planned Sometimes youth talk among themselves rather than listening to you sometimes no one comes to a planned field trip and sometimes no one speaks up when you are trying to initiate a discussion

Youth of the same age can vary greatly in physical mental social and emotional growth and interests These differences are even more marked between age groups If you are working with a broad age range the activity may be too simple for the older youth and too difficult for the younger ones Giving the older 4-H members leadership opportunities can be very effective

Research has shown that there are some generalities that can help you understand how to plan activities for different age groups

Early Elementary (Mini 4-H)This is a very active age so it is important to keep these children busy They are concrete thinkers and need to understand what you want them to do and how to do it They are generally more interested in making something than in completing a project (process is more interesting than product) Youth in this age group tend to seek adult approval and depend upon adults although the opinions of their peers are beginning to be important They do best in small groups with set rules and rituals Competition is inappropriate for this age group

Upper ElementaryThis is also a very physically active age so hands-on activities work best Youth in the upper elementary grades are still fairly concrete thinkers (things are black white or rightwrong) but are beginning to think logically and symbolically Because this age group has a strong need to feel accepted it is best for an adult to evaluate each product rather than hold competition among peers with only one winner This age child likes to know how much they have improved over past efforts and how to improve in the future

These youth are beginning to identify with peers but continue to value adult guidance They are also beginning to discover the benefits of making other people happy but more for the benefits to themselves rather than the benefits to others They begin to take responsibility for their actions at this age and begin to develop an increased independence of thought which may allow them to try new things Letting this age group help in the decisions of the club helps them start to learn about leadership

Middle School Middle school youth are beginning to move to more abstract thinking Justice and equality are important to this age (Therefore project judging may now be viewed in terms of what is fair as well as being regarded as a reflection of self-worth) They prefer to find their own solutions rather than to be given solutions by adults Try to provide supervision without interference Independence of thoughts and actions begins to emerge Avoid comparing middle school youth with each other Performance should be compared with past accomplishments

Junior volunteer organizations often are popular with teens toward the end of this age group particularly if there are opportunities for developing leadership

High SchoolMost high school-aged teens know their abilities interests and talents They tend to be very concerned with themselves and their peer group While they can understand the feelings of others they tend to be self-absorbed particularly in the earlier years of

6

high school Relationship skills are usually fairly well developed Getting a driverrsquos license increases both independence and dating Acceptance by members of the opposite sex is very important

High school-aged youth begin to think about the future and make realistic plans They enjoy career exploration and preparation Their vocational goals influence the activities they select

Projects requiring research and creativity give teens an opportunity to demonstrate how much they have learned and what they can accomplish Teens set goals based on their personal needs and priorities Goals set by others are generally rejected

As teens master abstract thinking they may try new ideas in ways that confuse adults Teens can generally initiate and complete tasks without supervision A leader can help by arranging new experiences in areas of interest to teens but must be sure to allow them plenty of input Assume the role of advisorcoach for independent workers rather than teacherlecturer Club meetings rituals and uniforms do not generally appeal to this group But many teens enjoy looking back on their achievements in 4-H and appreciate special recognition for leadership activities By the time they graduate from high school and begin college or a career youth feel they have reached the stage of full maturity and expect to be treated as such

Some Final ThoughtsThese guidelines only give a brief overview of child and youth development They are intended as a resource to help you plan your activities as a volunteer leader The publication Ages and Stages of Child and Youth Development has more in-depth information

You are a valuable asset to your community and to the members of your club The guidelines for the stages of child and youth development in combination with your special skills and interests in youth will help you plan and carry out a successful 4-H program and make a positive impact on the lives of young people

Ages and Stages of Child and Youth Development A Guide for 4-H Leaders Extension publication NCR-292 available at your county Extension office or at Purdue ExtensionndashThe Education Store wwwthe-education-storecom

Essential Elements of 4-H There are four essential elements of all 4-H programs They are bull Belonging feeling a part of a supportive community bull Mastery having opportunities for success the source of self-esteem bull Independence learning self-sufficiency and responsibility bull Generosity gaining a feeling of purpose and usefulness

Youth feel they belong when they can have a positive relationship with a caring adult and participate in activities in a safe and inclusive environment

You can help youth feel they Belong by bull Encouraging peer group cohesion (ice breakers games social time) bull Encouraging cross-age linkages adult-youth bonding bull Modifying teaching strategies to enhance sense of belonging bull Encouraging ties with family and community

6

high school Relationship skills are usually fairly well developed Getting a driverrsquos license increases both independence and dating Acceptance by members of the opposite sex is very important

High school-aged youth begin to think about the future and make realistic plans They enjoy career exploration and preparation Their vocational goals influence the activities they select

Projects requiring research and creativity give teens an opportunity to demonstrate how much they have learned and what they can accomplish Teens set goals based on their personal needs and priorities Goals set by others are generally rejected

As teens master abstract thinking they may try new ideas in ways that confuse adults Teens can generally initiate and complete tasks without supervision A leader can help by arranging new experiences in areas of interest to teens but must be sure to allow them plenty of input Assume the role of advisorcoach for independent workers rather than teacherlecturer Club meetings rituals and uniforms do not generally appeal to this group But many teens enjoy looking back on their achievements in 4-H and appreciate special recognition for leadership activities By the time they graduate from high school and begin college or a career youth feel they have reached the stage of full maturity and expect to be treated as such

Some Final ThoughtsThese guidelines only give a brief overview of child and youth development They are intended as a resource to help you plan your activities as a volunteer leader The publication Ages and Stages of Child and Youth Development has more in-depth information

You are a valuable asset to your community and to the members of your club The guidelines for the stages of child and youth development in combination with your special skills and interests in youth will help you plan and carry out a successful 4-H program and make a positive impact on the lives of young people

Ages and Stages of Child and Youth Development A Guide for 4-H Leaders Extension publication NCR-292 available at your county Extension office or at Purdue ExtensionndashThe Education Store wwwthe-education-storecom

Essential Elements of 4-H There are four essential elements of all 4-H programs They are bull Belonging feeling a part of a supportive community bull Mastery having opportunities for success the source of self-esteem bull Independence learning self-sufficiency and responsibility bull Generosity gaining a feeling of purpose and usefulness

Youth feel they belong when they can have a positive relationship with a caring adult and participate in activities in a safe and inclusive environment

You can help youth feel they Belong by bull Encouraging peer group cohesion (ice breakers games social time) bull Encouraging cross-age linkages adult-youth bonding bull Modifying teaching strategies to enhance sense of belonging bull Encouraging ties with family and community

7

bull Making small group time available to allow the development of close relationships with peers and staff

bull Encouraging collaborative and cooperative learning bull Showing respect for the value of diverse cultures bull Providing multiple opportunities for youth to develop relationships with adults bull Encouraging supportive peer relationships

Youth are more likely to achieve mastery when they are engaged in their learning and have plenty of opportunities for mastering tasks

You can help youth achieve Mastery by bull Mixing hands-on activities with paper and pencil exercises to build job and vocational skills

bull Supplementing competition with cooperative activities or games to develop interpersonal skills and self-management

bull Focusing on the long-term goals of learning provide prompt feedback and model and teach that failure and frustration are learning experiences

bull Including communication and basic content skills bull Teaching life skills (money management decision making etc)

Youth are more likely to achieve independence when they are given opportunities for self-determination and gain the ability to see themselves as active participants in the future

You can help youth gain Independence by bull Allowing youth to make decisions whenever possible and provide opportunities for them to take responsibility for meeting obligations

bull Including youth in planning discussions and encourage input bull Focusing on decision-making rather than obedience bull Asking youth to do something instead of telling them to do it bull Giving youth responsibility to carry out responsibilities with minimal reminders bull Allow youth to overcome obstacles ndash donrsquot jump in too quickly to help bull Commending youth who recognize the limits of their independence and seek

counsel bull Sharing power with young people through self-governance in significant areas

Youth are more likely to learn to be generous when they have an opportunity to value and practice service for others

You can help youth develop Generosity by bull Offering mentoringtutoring programs for cross-age linkages service projects and

community service bull Tying learned skillsabilities to how they can be used in positive ways bull Respecting and encouraging bonds of friendship among young people and

between adults and children bull Using as many opportunities as possible to encourage young people to imagine

the feelings of others bull Highlighting the effect of a young personrsquos behavior on others (both positive and negative) reinforce gestures of caring and concern and ask young people to take responsibility

8

Generating ElectricityBig PictureYouth begin to learn how electricity can be generated using pennies and nickels in this activity Only a small amount of electricity is generated (about 1 volt) but it is measurable

Facilitating the ActivityThis experiment shows how electricity can be generated by the reaction between the metal in pennies and nickels A difference in the charge between two metals can cause free electrons to detach from atoms and move in a solution The electron movement creates electricity This is an electrochemical reaction

Youth should measure about one volt of electricity When they begin removing coins they will likely still measure the same voltage (about 1 volt) until only four coins remain At this point they may be able to measure frac12 volt

The coins should be rinsed when the experiment is done to remove the solution Otherwise a reaction with the copper in the pennies will discolor the coins The green discoloration occurs when the copper in the pennies react with the vinegar to make a copper acetate

This experiment is modeled after an activity called ldquoA Battery That Makes Centsrdquo found at wwwsciencebuddiesorgscience-fair-projectsproject_ideasEnergy_p015 shtml This site has additional information about how batteries work and the terms and concepts contained in this experiment for those who want to learn more

Connections The website wwwsciencebuddiesorg has many activities of interest to budding scientists science fair project ideas science news and resources

Life Skills bull Specific Skill ndash Generating energy using two different metals bull Science Standard ndash

ndash 7315 Describe how electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy such as light or heat

ndash 839 Demonstrate using drawings and models the movement of atoms in a solid liquid and gaseous state Explain that atoms and molecules are perpetually in motion

ndash 8315 Identify different forms of energy that exist in nature ndash energy what is needed to make things move ndash metals one class of substances that are mostly shiny bendable and good

conductors of heat and electricity ndash Success Indicator ndash Creating electricity with coins and measuring the voltage

8

Generating ElectricityBig PictureYouth begin to learn how electricity can be generated using pennies and nickels in this activity Only a small amount of electricity is generated (about 1 volt) but it is measurable

Facilitating the ActivityThis experiment shows how electricity can be generated by the reaction between the metal in pennies and nickels A difference in the charge between two metals can cause free electrons to detach from atoms and move in a solution The electron movement creates electricity This is an electrochemical reaction

Youth should measure about one volt of electricity When they begin removing coins they will likely still measure the same voltage (about 1 volt) until only four coins remain At this point they may be able to measure frac12 volt

The coins should be rinsed when the experiment is done to remove the solution Otherwise a reaction with the copper in the pennies will discolor the coins The green discoloration occurs when the copper in the pennies react with the vinegar to make a copper acetate

This experiment is modeled after an activity called ldquoA Battery That Makes Centsrdquo found at wwwsciencebuddiesorgscience-fair-projectsproject_ideasEnergy_p015 shtml This site has additional information about how batteries work and the terms and concepts contained in this experiment for those who want to learn more

Connections The website wwwsciencebuddiesorg has many activities of interest to budding scientists science fair project ideas science news and resources

Life Skills bull Specific Skill ndash Generating energy using two different metals bull Science Standard ndash

ndash 7315 Describe how electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy such as light or heat

ndash 839 Demonstrate using drawings and models the movement of atoms in a solid liquid and gaseous state Explain that atoms and molecules are perpetually in motion

ndash 8315 Identify different forms of energy that exist in nature ndash energy what is needed to make things move ndash metals one class of substances that are mostly shiny bendable and good

conductors of heat and electricity ndash Success Indicator ndash Creating electricity with coins and measuring the voltage

9

Comparing Electricity Options Big PictureElectricity has made many household tasks much easier Without electricity to power lights refrigerators dishwashers and washing machines and dryers household chores would take much much longer than they do now Entertainment devices (radios televisions DVD players) require dependable uninterrupted electric power It is difficult to imagine life without electricity

Facilitating the ActivityThis activity is intended to start youth thinking about sources of electricity and the pros and cons of each They are not expected to know all the answers and may enjoy this most if they can work together to guess the answers and then have a discussion about the different sources of power for electricity The facilitator should use the chart below to help with the discussion Do not be in a hurry to ldquogive the right answersrdquo instead let the youth explore and discuss each option

Connections The Department of Energy website wwwenergygov has a wealth of information Seven major areas are listed Science amp Technology Energy Sources Energy Efficiencies The Environment Prices amp Trends National Security and Safety amp Health The Energy Sources section (httpwwwenergygovenergysources) has information on all the sources listed in this activity (see the list on the left hand side of the page) The Environment section has information about keeping our air soil and water clean as well as information about climate change

Fuel Source Chart

Fuel Type

Coal

Power Availability CO2 Emissions Renewable

Constant

x Variable Low Med High

x

Natural Gas x x

Nuclear x x

Wind x x x

Solar x x x Hydropower (from reservoir)

x x x

Hydropower (streaming)

x x x

Geothermal x x x x

10

Notes bull Power Availability is considered ldquoconstantrdquo when power is available 247 365 days per year

bull Coal emits about 200 pounds CO2 for every kWh of power produced bull Natural gas emits about 130 pounds CO2 for every kWh of power produced bull Wind power availability varies with wind direction and speed bull Solar power availability is unavailable at night unless stored and varies with cloud

cover bull Hydropower is generally available 24-7 but may be affected by seasonal precipitation

Potential Environmental Impact Fuel Type

Strip mining concerns (loss of habitat amp wildlife etc) Groundwater contamination Airborne mercury contamination

Coal

Natural Gas The same concerns as coal but burns cleaner and emits significantly fewer harmful emissions than coal bull Groundwater contamination

Nuclear Dangerous toxic waste

Wind Highly visible Noise issues Possible disruption of bird flyways High energy used in manufacture Toxic silicon tetrachloride waste

Solar

Flooding behind damHydropower (from reservoir) Impact on fish migration (if not mitigated)

Reduction in stream water flow Hydropower (streaming)

Geothermal Hydrogen Sulfide released from steam

References bull wwwwhyhydropowercomHydroTour3bhtml bull httpvideoshowstuffworkscomhsw18618-electricity-and-magnetism-generating-electricity-videohtm

Life Skills bull Specific Skill Quantifying energy knowledge bull Science Standards

ndash 7315 Describe how electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy such as light or heat

ndash 7316 Recognize and explain that different ways of obtaining transforming and distributing energy have different environmental consequences

ndash 8315 Identify different forms of energy that exist in nature bull Success Indicator Youth determine their Energy IQ The equation is bull (the number of correct answers)24 100 () The answer gives the percentage

correct

11

Measuring ElectricityBig PictureAmerican families on average spend 31 of their energy budget to heat their homes 12 for air conditioning 12 for water heating and 11 for lighting (see figure) Electronic equipment is often considered a necessity While the data show computers and electronics use about 9 of the average bill this value has been increasing as energy efficient appliances are increasingly used (reducing the relative costs) while the number of computers and electronics increases Home entertainment systems account for a major household energy use More than half of all American households have two or more TVs and over 5 million households have four or more TVs Furthermore these systems generally consume significant amounts of power even while turned off (standby power) The average US household consumes 50 watts of standby and off-mode power constantly amounting to about 440 kWh per year

Facilitating the ActivityAn electricity meter is required to complete this activity These meters can be purchased from many hardware or discount stores for $20 to $25 The best kind to use is one that the electrical device can be plugged into and then the meter plugged into the wall Adult supervision is recommended

Youth will explore the amount of electricity that is being used by different items in their house by using an electricity usage monitor to measure the current being drawn in amperes (amps) and wattage (watts) bull Current (Amperes Amps) ndash The energy that flows to a device to provide heat light motion sound technological processes (computers) or chemical changes Electricity that is provided to homes and businesses is alternating current meaning that it changes direction periodically Direct current (as in batteries) always flows in one direction

bull Wattage (Watts) ndash The measurement of the rate of the energy used bull Voltage (Volt) ndash The force that causes the electrons to move in an electrical circuit The normal outlet provides 120 volts of alternating current in the United States but this value will vary slightly when measured Electric stoves and dryers utilize much more power so are on 220 volt circuits

bull Frequency (Hertz Hz) ndash The measurement of the changing directions in the electrical cycle of direct current Youth will measure about 60 Hz although the actual value will vary some

The voltage and frequency values will always be about the same so youth are not asked to record them although they should notice the values (around 120 volts and 60 Hz) Some electric usage monitors will also calculate the power used (kWH) if left plugged in for a period of time so youth can see how much power is used over time The device currents and wattage values given in Table 1 were measured at the authorrsquos home and are given as general information

12

Electricity User Current (amps)

Energy(watts)

Cell phone - off or on while charging 003 19 Clock radio 002 13 Cordless phone - calling 001 04 Cordless phone - on base 002 13 Dehumidifier 056 65 Heating blanket - off 007 05 Heating blanket - on 059 49 Lamp - 1 fluorescent bulb 013 93 Lamp - 1 incandescent bulb 039 467 Lamp - 2 fluorescent bulbs 036 251 Laptop computer (on and powered down) 049 32 Night light 002 25 Phone land line amp answering machine 001 12 Phoneanswering machine 001 12 Power strip for entertainment system with all devices turned off 004 41

Power strip for entertainment system with all devices turned on

145 162

Refrigerator 01 87 Satellite dish - on 031 208 Toaster 621 74 Washing machine (filling) 005 41 Total (sum of all values) 469 407

Voltage approximately 120 volts (values will vary slightly)

Frequency approximately 60 Hz (values will vary slightly)

Dig DeeperItems that were measured over time

Power used (kW)

Time elapsed(hours)

kWhour Est for month (kW)

TV Tuner VCRDVD 227 1448 016 113 Satellite dish 019kW 932 002 15 Laptop computer 012 826 001 10 Refrigerator 04 712 006 40 Washing machine 023 043 053

The last column gives the estimated power used for each device by multiplying the kWhr by the number of hours in a typical month (value2430)

The estimate for a month assumes that the device is used continuously which a washing machine would not be Assuming that the machine is used for five loads of laundry each week and it takes frac12 hour per load the monthly cost would be estimated to be 5 kWmonth (053 505 4 weeks month)

Connections The typical US family spends about $1900 a year on home utility bills (US Department of Energy 2008) Youth can review their utility bill to find out how many kWH were used and the average daily cost The three items in the Dig Deeper activity used an estimated 138 kWmonth The author uses 900kWHmonth on average so the three items would account for about 15 (138900) of her bill if they were turned on for the entire month This calculation can be done with any appliance to compare to the national averages

Life Skills bull Specific Skill use an electric usage monitor compare the electricity used by

various items bull Science Standard

ndash 726 Read analog and digital meters on instruments used to make direct measurements of length volume weight elapsed time rates or temperatures and choose appropriate units

ndash 7315 Describe how electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy such as light or heat

bull Success Indicator Ability to measure electric usage and verbalize which household items use the most electricity

Talk It Over Answers Share What Happened

Question ndash Do any of the Electricity Users continue to use electricity when turned off If so why do you think this is so (Many items continue to use power to light clocks night lights etc so they will turn on instantaneously This is particularly true for satellite dishcable receivers that continually downloads program information)

Apply bull How much electricity (total wattage) is being used by the Electricity Users you measured (The answer is obtained by summing the watts)

bull How could you use the data you collected to calculate the total electricity used in your house (Youth need to estimate the power each electric item uses and sum them up They do not need to measure each one For example take measurements of one or two lights and use that value times the number of lights in the house)

bull How could you compare this to what is actually used [Youth need to estimate their daily electricity used and compare to their familyrsquos electric bill If youth measure the watts that a device uses they multiple the Watts measured by the time (Hr) the device is used and divide by 1000 For example a 60 Watt light bulb burning for one hour would equal 60 Watt Hours If it burned for 1000 Hours then it would be 1000 Hr 60 Watts = 60000 Watt Hours which is equal to 60 KWH (kilowatt hours)]

13

14

CO2 Production and AbsorptionBig PictureThe carbon cycle is the biogeochemical cycle that explains how carbon moves throughout the earth (in the air water and on land) It is one of the most important cycles of the earth and allows for carbon to be recycled and reused throughout the biosphere and all of its organisms

Facilitating the ActivityThis activity uses Bromothymol blue (BTB) to show how burning depletes oxygen and how a placan replace the lost oxygen BTB is an indicator used for relatively low acidic or basic levels (near neutral pH) It measures reactions by changing color in response to changes in acid levels bull A bottle of Bromothymol Blue solution (BTB) available from Carolina Biological Supplieshttpwwwcarolinacom enter ldquobromothymol bluerdquo and get 004 aqueous solutionndash 100 mL $295 (the size in the kit from National 4-H enough for 50 trials) ndash 500 mL $625 ndash 1 liter $925

bull When the candle burns it uses oxygen and emits carbon dioxide causing the BTB to change color The candles will burn out and the BTB should turn greenish or have a greetint as the oxygen is used up

bull The plant will use the carbon dioxide to make oxygen through photosynthesis in sunlighand the BTB will return to its original blue A container placed in direct sunlight may get too warm causing the water to evaporate before the color change back to the original blue can be observed

Life Skills bull Specific Skill Observing record keeping understanding that burning uses oxygen and

plants replace oxygen bull Science Standard

ndash 747 Describe how plants use the energy from light to make sugars from carbon dioxide and water to produce food that can be used immediately or stored for later use

ndash Env19 Diagram the cycling of carbon nitrogen phosphorus and water bull Success Indicator creating a closed system that can show the carbon cycle

Connections (The following information is found at httpwwwepagovclimatechangeemissionsindex html) Greenhouse Gas Overview Gases that trap heat in the atmosphere are often called greenhouse gases This section of the EPA Climate Change Site provides information and data on emissions of greenhouse gases to Earthrsquos atmosphere and also the removal of greenhouse gases from the atmosphere For more information on the science of climate change please visit EPArsquos climate change science home page at httpwwwepagovclimatechangescience indexhtml

Some greenhouse gases such as carbon dioxide occur naturally and are emitted to the atmosphere through natural processes and human activities Other greenhouse gases (eg fluorinated gases) are created and emitted solely through human activities The principal

nt

n

t

greenhouse gases that enter the atmosphere because of human activities are

Carbon Dioxide (CO2) Carbon dioxide enters the atmosphere through the burning of fossil fuels (oil natural gas and coal) solid waste trees and wood products and also as a result of other chemical reactions (eg manufacture of cement) Carbon dioxide is also removed from the atmosphere (or ldquosequesteredrdquo) when it is absorbed by plants as part of the biological carbon cycle

12

Electricity User Current (amps)

Energy(watts)

Cell phone - off or on while charging 003 19 Clock radio 002 13 Cordless phone - calling 001 04 Cordless phone - on base 002 13 Dehumidifier 056 65 Heating blanket - off 007 05 Heating blanket - on 059 49 Lamp - 1 fluorescent bulb 013 93 Lamp - 1 incandescent bulb 039 467 Lamp - 2 fluorescent bulbs 036 251 Laptop computer (on and powered down) 049 32 Night light 002 25 Phone land line amp answering machine 001 12 Phoneanswering machine 001 12 Power strip for entertainment system with all devices turned off 004 41

Power strip for entertainment system with all devices turned on

145 162

Refrigerator 01 87 Satellite dish - on 031 208 Toaster 621 74 Washing machine (filling) 005 41 Total (sum of all values) 469 407

Voltage approximately 120 volts (values will vary slightly)

Frequency approximately 60 Hz (values will vary slightly)

Dig DeeperItems that were measured over time

Power used (kW)

Time elapsed(hours)

kWhour Est for month (kW)

TV Tuner VCRDVD 227 1448 016 113 Satellite dish 019kW 932 002 15 Laptop computer 012 826 001 10 Refrigerator 04 712 006 40 Washing machine 023 043 053

The last column gives the estimated power used for each device by multiplying the kWhr by the number of hours in a typical month (value2430)

The estimate for a month assumes that the device is used continuously which a washing machine would not be Assuming that the machine is used for five loads of laundry each week and it takes frac12 hour per load the monthly cost would be estimated to be 5 kWmonth (053 505 4 weeks month)

Connections The typical US family spends about $1900 a year on home utility bills (US Department of Energy 2008) Youth can review their utility bill to find out how many kWH were used and the average daily cost The three items in the Dig Deeper activity used an estimated 138 kWmonth The author uses 900kWHmonth on average so the three items would account for about 15 (138900) of her bill if they were turned on for the entire month This calculation can be done with any appliance to compare to the national averages

Life Skills bull Specific Skill use an electric usage monitor compare the electricity used by

various items bull Science Standard

ndash 726 Read analog and digital meters on instruments used to make direct measurements of length volume weight elapsed time rates or temperatures and choose appropriate units

ndash 7315 Describe how electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy such as light or heat

bull Success Indicator Ability to measure electric usage and verbalize which household items use the most electricity

Talk It Over Answers Share What Happened

Question ndash Do any of the Electricity Users continue to use electricity when turned off If so why do you think this is so (Many items continue to use power to light clocks night lights etc so they will turn on instantaneously This is particularly true for satellite dishcable receivers that continually downloads program information)

Apply bull How much electricity (total wattage) is being used by the Electricity Users you measured (The answer is obtained by summing the watts)

bull How could you use the data you collected to calculate the total electricity used in your house (Youth need to estimate the power each electric item uses and sum them up They do not need to measure each one For example take measurements of one or two lights and use that value times the number of lights in the house)

bull How could you compare this to what is actually used [Youth need to estimate their daily electricity used and compare to their familyrsquos electric bill If youth measure the watts that a device uses they multiple the Watts measured by the time (Hr) the device is used and divide by 1000 For example a 60 Watt light bulb burning for one hour would equal 60 Watt Hours If it burned for 1000 Hours then it would be 1000 Hr 60 Watts = 60000 Watt Hours which is equal to 60 KWH (kilowatt hours)]

13

14

CO2 Production and AbsorptionBig PictureThe carbon cycle is the biogeochemical cycle that explains how carbon moves throughout the earth (in the air water and on land) It is one of the most important cycles of the earth and allows for carbon to be recycled and reused throughout the biosphere and all of its organisms

Facilitating the ActivityThis activity uses Bromothymol blue (BTB) to show how burning depletes oxygen and how a placan replace the lost oxygen BTB is an indicator used for relatively low acidic or basic levels (near neutral pH) It measures reactions by changing color in response to changes in acid levels bull A bottle of Bromothymol Blue solution (BTB) available from Carolina Biological Supplieshttpwwwcarolinacom enter ldquobromothymol bluerdquo and get 004 aqueous solutionndash 100 mL $295 (the size in the kit from National 4-H enough for 50 trials) ndash 500 mL $625 ndash 1 liter $925

bull When the candle burns it uses oxygen and emits carbon dioxide causing the BTB to change color The candles will burn out and the BTB should turn greenish or have a greetint as the oxygen is used up

bull The plant will use the carbon dioxide to make oxygen through photosynthesis in sunlighand the BTB will return to its original blue A container placed in direct sunlight may get too warm causing the water to evaporate before the color change back to the original blue can be observed

Life Skills bull Specific Skill Observing record keeping understanding that burning uses oxygen and

plants replace oxygen bull Science Standard

ndash 747 Describe how plants use the energy from light to make sugars from carbon dioxide and water to produce food that can be used immediately or stored for later use

ndash Env19 Diagram the cycling of carbon nitrogen phosphorus and water bull Success Indicator creating a closed system that can show the carbon cycle

Connections (The following information is found at httpwwwepagovclimatechangeemissionsindex html) Greenhouse Gas Overview Gases that trap heat in the atmosphere are often called greenhouse gases This section of the EPA Climate Change Site provides information and data on emissions of greenhouse gases to Earthrsquos atmosphere and also the removal of greenhouse gases from the atmosphere For more information on the science of climate change please visit EPArsquos climate change science home page at httpwwwepagovclimatechangescience indexhtml

Some greenhouse gases such as carbon dioxide occur naturally and are emitted to the atmosphere through natural processes and human activities Other greenhouse gases (eg fluorinated gases) are created and emitted solely through human activities The principal

nt

n

t

greenhouse gases that enter the atmosphere because of human activities are

Carbon Dioxide (CO2) Carbon dioxide enters the atmosphere through the burning of fossil fuels (oil natural gas and coal) solid waste trees and wood products and also as a result of other chemical reactions (eg manufacture of cement) Carbon dioxide is also removed from the atmosphere (or ldquosequesteredrdquo) when it is absorbed by plants as part of the biological carbon cycle

Connections The typical US family spends about $1900 a year on home utility bills (US Department of Energy 2008) Youth can review their utility bill to find out how many kWH were used and the average daily cost The three items in the Dig Deeper activity used an estimated 138 kWmonth The author uses 900kWHmonth on average so the three items would account for about 15 (138900) of her bill if they were turned on for the entire month This calculation can be done with any appliance to compare to the national averages

Life Skills bull Specific Skill use an electric usage monitor compare the electricity used by

various items bull Science Standard

ndash 726 Read analog and digital meters on instruments used to make direct measurements of length volume weight elapsed time rates or temperatures and choose appropriate units

ndash 7315 Describe how electrical energy can be produced from a variety of energy sources and can be transformed into almost any other form of energy such as light or heat

bull Success Indicator Ability to measure electric usage and verbalize which household items use the most electricity

Talk It Over Answers Share What Happened

Question ndash Do any of the Electricity Users continue to use electricity when turned off If so why do you think this is so (Many items continue to use power to light clocks night lights etc so they will turn on instantaneously This is particularly true for satellite dishcable receivers that continually downloads program information)

Apply bull How much electricity (total wattage) is being used by the Electricity Users you measured (The answer is obtained by summing the watts)

bull How could you use the data you collected to calculate the total electricity used in your house (Youth need to estimate the power each electric item uses and sum them up They do not need to measure each one For example take measurements of one or two lights and use that value times the number of lights in the house)

bull How could you compare this to what is actually used [Youth need to estimate their daily electricity used and compare to their familyrsquos electric bill If youth measure the watts that a device uses they multiple the Watts measured by the time (Hr) the device is used and divide by 1000 For example a 60 Watt light bulb burning for one hour would equal 60 Watt Hours If it burned for 1000 Hours then it would be 1000 Hr 60 Watts = 60000 Watt Hours which is equal to 60 KWH (kilowatt hours)]

13

14

CO2 Production and AbsorptionBig PictureThe carbon cycle is the biogeochemical cycle that explains how carbon moves throughout the earth (in the air water and on land) It is one of the most important cycles of the earth and allows for carbon to be recycled and reused throughout the biosphere and all of its organisms

Facilitating the ActivityThis activity uses Bromothymol blue (BTB) to show how burning depletes oxygen and how a placan replace the lost oxygen BTB is an indicator used for relatively low acidic or basic levels (near neutral pH) It measures reactions by changing color in response to changes in acid levels bull A bottle of Bromothymol Blue solution (BTB) available from Carolina Biological Supplieshttpwwwcarolinacom enter ldquobromothymol bluerdquo and get 004 aqueous solutionndash 100 mL $295 (the size in the kit from National 4-H enough for 50 trials) ndash 500 mL $625 ndash 1 liter $925

bull When the candle burns it uses oxygen and emits carbon dioxide causing the BTB to change color The candles will burn out and the BTB should turn greenish or have a greetint as the oxygen is used up

bull The plant will use the carbon dioxide to make oxygen through photosynthesis in sunlighand the BTB will return to its original blue A container placed in direct sunlight may get too warm causing the water to evaporate before the color change back to the original blue can be observed

Life Skills bull Specific Skill Observing record keeping understanding that burning uses oxygen and

plants replace oxygen bull Science Standard

ndash 747 Describe how plants use the energy from light to make sugars from carbon dioxide and water to produce food that can be used immediately or stored for later use

ndash Env19 Diagram the cycling of carbon nitrogen phosphorus and water bull Success Indicator creating a closed system that can show the carbon cycle

Connections (The following information is found at httpwwwepagovclimatechangeemissionsindex html) Greenhouse Gas Overview Gases that trap heat in the atmosphere are often called greenhouse gases This section of the EPA Climate Change Site provides information and data on emissions of greenhouse gases to Earthrsquos atmosphere and also the removal of greenhouse gases from the atmosphere For more information on the science of climate change please visit EPArsquos climate change science home page at httpwwwepagovclimatechangescience indexhtml

Some greenhouse gases such as carbon dioxide occur naturally and are emitted to the atmosphere through natural processes and human activities Other greenhouse gases (eg fluorinated gases) are created and emitted solely through human activities The principal

nt

n

t

greenhouse gases that enter the atmosphere because of human activities are

Carbon Dioxide (CO2) Carbon dioxide enters the atmosphere through the burning of fossil fuels (oil natural gas and coal) solid waste trees and wood products and also as a result of other chemical reactions (eg manufacture of cement) Carbon dioxide is also removed from the atmosphere (or ldquosequesteredrdquo) when it is absorbed by plants as part of the biological carbon cycle

14

CO2 Production and AbsorptionBig PictureThe carbon cycle is the biogeochemical cycle that explains how carbon moves throughout the earth (in the air water and on land) It is one of the most important cycles of the earth and allows for carbon to be recycled and reused throughout the biosphere and all of its organisms

Facilitating the ActivityThis activity uses Bromothymol blue (BTB) to show how burning depletes oxygen and how a placan replace the lost oxygen BTB is an indicator used for relatively low acidic or basic levels (near neutral pH) It measures reactions by changing color in response to changes in acid levels bull A bottle of Bromothymol Blue solution (BTB) available from Carolina Biological Supplieshttpwwwcarolinacom enter ldquobromothymol bluerdquo and get 004 aqueous solutionndash 100 mL $295 (the size in the kit from National 4-H enough for 50 trials) ndash 500 mL $625 ndash 1 liter $925

bull When the candle burns it uses oxygen and emits carbon dioxide causing the BTB to change color The candles will burn out and the BTB should turn greenish or have a greetint as the oxygen is used up

bull The plant will use the carbon dioxide to make oxygen through photosynthesis in sunlighand the BTB will return to its original blue A container placed in direct sunlight may get too warm causing the water to evaporate before the color change back to the original blue can be observed

Life Skills bull Specific Skill Observing record keeping understanding that burning uses oxygen and

plants replace oxygen bull Science Standard

ndash 747 Describe how plants use the energy from light to make sugars from carbon dioxide and water to produce food that can be used immediately or stored for later use

ndash Env19 Diagram the cycling of carbon nitrogen phosphorus and water bull Success Indicator creating a closed system that can show the carbon cycle

Connections (The following information is found at httpwwwepagovclimatechangeemissionsindex html) Greenhouse Gas Overview Gases that trap heat in the atmosphere are often called greenhouse gases This section of the EPA Climate Change Site provides information and data on emissions of greenhouse gases to Earthrsquos atmosphere and also the removal of greenhouse gases from the atmosphere For more information on the science of climate change please visit EPArsquos climate change science home page at httpwwwepagovclimatechangescience indexhtml

Some greenhouse gases such as carbon dioxide occur naturally and are emitted to the atmosphere through natural processes and human activities Other greenhouse gases (eg fluorinated gases) are created and emitted solely through human activities The principal

nt

n

t

greenhouse gases that enter the atmosphere because of human activities are

Carbon Dioxide (CO2) Carbon dioxide enters the atmosphere through the burning of fossil fuels (oil natural gas and coal) solid waste trees and wood products and also as a result of other chemical reactions (eg manufacture of cement) Carbon dioxide is also removed from the atmosphere (or ldquosequesteredrdquo) when it is absorbed by plants as part of the biological carbon cycle

15

Methane (CH4) Methane is emitted during the production and transport of coal natural gas and oil Methane emissions also result from livestock and other agricultural practices and by the decay of organic waste in municipal solid waste landfills

Nitrous Oxide (N2O) Nitrous oxide is emitted during agricultural and industrial activities as well as during combustion of fossil fuels and solid waste

Fluorinated Gases Hydrofluorocarbons perfluorocarbons and sulfur hexafluoride are synthetic powerful greenhouse gases that are emitted from a variety of industrial processes Fluorinated gases are sometimes used as substitutes for ozone-depleting substances (ie CFCs HCFCs and halons) These gases are typically emitted in smaller quantities but because they are potent greenhouse gases they are sometimes referred to as High Global Warming Potential gases (ldquoHigh GWP gasesrdquo)

Carbon Sequestration and StorageBig PictureMany scientists are working to determine how we can reduce the amount of carbon dioxide (CO2) in the atmosphere One of the most promising ideas is to capture carbon and transport it to safe storage areas Geologic storage may be possible in oil and gas reservoirs deep saline aquifers unmineable coal seams oil and gas rich shale or basalt While some of these areas may be found to be possible storage areas there are potential risks including movement of the CO2 from its initial storage place unforeseen leakage to the earthrsquos surface and earthquakes causing leakage Any movement of CO2 could pose a risk to drinking water

Facilitating the Activitybull Rock samples (limestone sandstone and shale) are available from the Indiana Geological Survey and are often handed out at the Hoosier Association of Science Teachers Inc (HASTI) Conference in February They can also be ordered through Carolina Biological Supply Company (wwwcarolinacom search ldquoSedimentary rock specimensrdquo)

bull Oil will soak into limestone and sandstone It will run off the shale and form a pool below the stone

Connections Characteristics of a cap stone include low porosity and permeability Another thing geologists look for is a layer that is porous underneath the capstone where the carbon can be stored

Life Skills bull Specific Skill observation record keeping bull Science Standard

ndash 7316 Recognize and explain that different ways of obtaining transforming and distributing energy have different environmental consequences

ndash 7414 Explain that the environment may contain dangerous levels of substances that are harmful to human beings Understand therefore that the good health of individuals requires monitoring the soil air and water as well as taking steps to keep them safe

ndash Env113 Understand and describe how layers of energy-rich organic material have been gradually turned into great coal beds and oil pools by the pressure of the overlying earth Recognize that by burning these fossil fuels people are passing stored energy back into the environment as heat and releasing large amounts of carbon dioxide

bull Success Indicator Observing the difference in rock permeability

Purdue Agriculture Produced by Agricultural Communication 0412

It is the policy of the Purdue University Cooperative Extension Service that all persons have equal opportunity and access to its educational programs services activities and facilities without regard to race religion color sex age national origin or ancestry marital status parental

status sexual orientation disability or status as a veteran Purdue University is an Affirmative Action institution This material may be available in alternative formats

Order or download materials at the Purdue Extension Education Store bull wwwthe-education-storecom